## C&ENVENG 7053 - Non-Linear Geostatistics

### North Terrace Campus - Quadmester 4 - 2018

Reasons for using non-linear methods of estimation - outliers, skewed distributions, "best" estimates. Simple ways of dealing with non-linearity: proportional effects, lognormality. Estimation by direct transformation to a Gaussian (normal) distribution - lognormal kriging; multigaussian kriging. Indirect methods - illustrated by heuristic methods in case studies. Hermite polynomial transforms. Disjunctive kriging. Non-parametric estimation - indicator kriging, multiple indicator co-kriging.

• General Course Information
##### Course Details
Course Code C&ENVENG 7053 Non-Linear Geostatistics School of Civil, Environmental & Mining Eng Quadmester 4 Postgraduate Coursework North Terrace Campus 3 Block teaching, 9-5, Mon-Fri, one week only N C&ENVENG 7056 & STATS 7061 Available to M Geostatistic students only Reasons for using non-linear methods of estimation - outliers, skewed distributions, "best" estimates. Simple ways of dealing with non-linearity: proportional effects, lognormality. Estimation by direct transformation to a Gaussian (normal) distribution - lognormal kriging; multigaussian kriging. Indirect methods - illustrated by heuristic methods in case studies. Hermite polynomial transforms. Disjunctive kriging. Non-parametric estimation - indicator kriging, multiple indicator co-kriging.
##### Course Staff

Course Coordinator: Professor Peter Dowd

##### Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

• Learning Outcomes
##### Course Learning Outcomes
On successful completion of this course students will be able to:

 1 Appreciate in detail the differences between parametric and non-parametric forms of estimation and the advantages and disadvantages of each. 2 Understand in detail the limitations of linear forms of geostatistical estimation and the circumstances under which non-linear forms are appropriate. 3 Apply, by means of software implementations, the various forms of non-linear kriging and interpret the results.

The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1   1.2   1.3   2.1   2.2

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute Course Learning Outcome(s)
Deep discipline knowledge
• informed and infused by cutting edge research, scaffolded throughout their program of studies
• acquired from personal interaction with research active educators, from year 1
• accredited or validated against national or international standards (for relevant programs)
1-3
Critical thinking and problem solving
• steeped in research methods and rigor
• based on empirical evidence and the scientific approach to knowledge development
• demonstrated through appropriate and relevant assessment
1-3
Teamwork and communication skills
• developed from, with, and via the SGDE
• honed through assessment and practice throughout the program of studies
• encouraged and valued in all aspects of learning
1-3
• technology savvy
• professional and, where relevant, fully accredited
• forward thinking and well informed
• tested and validated by work based experiences
3
• Learning Resources
##### Required Resources
Lecture notes are required reading for this course.
• Learning & Teaching Activities
##### Learning & Teaching Modes

No information currently available.

No information currently available.

##### Learning Activities Summary

No information currently available.

• Assessment

The University's policy on Assessment for Coursework Programs is based on the following four principles:

1. Assessment must encourage and reinforce learning.
2. Assessment must enable robust and fair judgements about student performance.
3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
4. Assessment must maintain academic standards.

##### Assessment Summary
 Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Ten tutorials and software sessions Individual/Group Formative Week 1 1. 2. 3. Four assignments 50 Individual Summative Weeks 2-8 Overall pass 1. 2. 3. Written exam 50 Individual Summative Week 10 Overall pass 1. 2. 3. Total 100
* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
##### Assessment Detail

No information currently available.

##### Submission

No information currently available.

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
FNS   Fail No Submission
F 1-49 Fail
P 50-64 Pass
C 65-74 Credit
D 75-84 Distinction
HD 85-100 High Distinction
CN   Continuing
NFE   No Formal Examination
RP   Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

• Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

• Student Support
• Policies & Guidelines
• Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's studentâ€™s disciplinary procedures.

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